The Self-concept as a Correlate to Teacher Performance
Author: Gerald J. McCall
Publisher:
Published: 1978
Total Pages: 212
ISBN-13:
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Author: Gerald J. McCall
Publisher:
Published: 1978
Total Pages: 212
ISBN-13:
DOWNLOAD EBOOKAuthor: David L. Silvernail
Publisher:
Published: 1981
Total Pages: 68
ISBN-13:
DOWNLOAD EBOOKAuthor: Anne P. Prescott
Publisher: Nova Publishers
Published: 2006
Total Pages: 246
ISBN-13: 9781594549885
DOWNLOAD EBOOKThe issue of self-concept is central to the studies and practices of education and psychology. The varying degrees of self-esteem that exist between individuals can offer insight into the varying degrees of health and efficiency that exist for individuals in the worlds of education, family and sport. The research presented in this book are the latest explorations of how self-concept translates into and has an effect on these far reaching and unavoidable aspects of life.
Author: John Hattie
Publisher: Psychology Press
Published: 2014-03-05
Total Pages: 372
ISBN-13: 1317767772
DOWNLOAD EBOOKThe aim of this book is to discuss the notions of self-concept, self-esteem, and related terms from an educational and psychological perspective. Specifically, this book is concerned with developing a model of self-concept -- and corollaries to this model -- that assesses the dimensionality of self-concept, reviews tests of self-concept, discusses the relationship between self- concept and other variables (particularly achievement), describes the development of self-concept, and evaluates programs to enhance self-concept. Throughout this volume, emphasis is placed on ordering the many studies using recent methodological advances such as meta-analysis and the analysis of covariance structures. After detailing a conceptual model of self-concept, the book offers various experimental and statistical discussions of the model. Unlike many other models, the claim is not that this model is the correct one but that it may serve as a useful "coathanger" until a better one is devised.
Author: Robert James Dematteis
Publisher:
Published: 1974
Total Pages: 254
ISBN-13:
DOWNLOAD EBOOKThe purpose of this study was to investigate the selfconcept by examining the relationships among self-perception, behavioral understanding, and teacher performance. The subjects were 53 female college students enrolled in one of three practicum classes offered by the Family Life Department of Oregon State University. Subjects in Group A (n=33) were enrolled in the first of this series of practicum courses involving supervised experience with young children. The remaining subjects (n=20) were enrolled in the final phase of the above series and comprised Group B.A total of five instruments were used to collect data in this study. The Tennessee Self Concept Scale was used to measure the subject's general level of self-esteem and the semantic differential, Myself As A Teacher, was used to measure the subject's view of herself as a teacher. Form II of the Film Test for Understanding Behavior was used to assess a subject's basic understanding of interpersonal situations involving young children. The Student's Self- Evaluation Rating Scale and an identical scale, the Instructor's Evaluation Rating Scale, were used to measure the subject's level of performance as a teacher. This teacher performance was measured only in Group B. Rank order correlational analyses were applied to determine the relationship between and among these measures of self-perception, behavioral understanding, and teacher performance. The study was structured around the statements of four specific relationships. No significant relationship was found between the FUB Total Score and the TSCS Total Score for either Group A or Group B. However, quite different results were obtained with the situation specific instrument, the MAAT. Subjects reported a less enhancing view of self after an initial experience and this view correlated highly with lowered scores on the Guidance Subscale of the FUB. On the other hand, Group B subjects scored lower on the Guidance Subscale, but reported a more enhancing view of self on the MAAT. The relationship between self-perception and self-evaluation of teacher performance was investigated only for Group B. It appeared that a pattern of relationship existed between how one views oneself generally and how one views one's performance as a teacher. More specifically, there appears to be a relationship between a subject's view of herself as a teacher and her view of her ability to establish and maintain positive relationships with her pupils. No significant relationships were found between the Instructor's Evaluation Rating Scale (TERS) and the TSCS. However, a more definite pattern of relationship emerges with the situational view of self measured by the MAAT. Apparently a strong relationship existed between feelings of self-worth as a teacher and an observer's rating of the individual's ability to establish and maintain positive relationships with children. No significant relationships were found between either the Self- Evaluation Rating Scale (SERS) and the FUB or between the Instructor's Evaluation Rating Scale (IERS) and the FUB. Furthermore, there appears to be no pattern of relationship with regard to the correlations reported. Tangential analyses of the correlations between the Self-Evaluation Rating Scale and the Instructor's Evaluation Rating Scale revealed high significant intercorrelations. This suggests that these instruments are potentially useful for evaluation in a teacher training program. The results tended to support several aspects of phenomenological theory, particularly the notion that an individual's behavior will be consistent with his view of himself. The results also highlighted the need for a reconceptualization of the dynamics of change in the selfconcept. Such a reconceptualization may facilitate a further understanding of the influences which result in chan, ge to central and peripheral elements of the self. Furthermore, the importance of investigating a situational view of the self rather than the selfconcept in general became apparent. Limitations of the study and suggestions for further research were also discussed.
Author: Richard P. Lipka
Publisher: SUNY Press
Published: 1999-01-01
Total Pages: 252
ISBN-13: 9780791440155
DOWNLOAD EBOOKReflects some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points.
Author: William Watson Purkey
Publisher: Prentice Hall
Published: 1970
Total Pages: 96
ISBN-13:
DOWNLOAD EBOOKAuthor: William Ralph Langeveldt
Publisher:
Published: 1988
Total Pages: 112
ISBN-13:
DOWNLOAD EBOOKAuthor: Marjorie Powell
Publisher: Routledge
Published: 2018-06-13
Total Pages: 544
ISBN-13: 0429995083
DOWNLOAD EBOOKOriginally published in 1984, the field of research on teaching had expanded dramatically in the 15 years covered by this bibliography, 1965 to 1980. The expansion had included studies conducted for many purposes. This bibliography contains relevant citations to the research which has been conducted for the purposes of increasing our understanding of the science, art and craft of teaching. The existence of research publications has been documented with relevant reference information and brief annotations; there has been no attempt to evaluate the quality of the studies. A brief perusal of the bibliography provides an indication of the range of topics addressed by these studies and also of the variety of studies within a single topic.
Author: William Howard Fitts
Publisher:
Published: 1972
Total Pages: 104
ISBN-13:
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